EAP Teachers Intercultural Contact Influences and Experiences in Relation to Their Perceptions of English as an International Language [پايان نامه لاتين]
Hanieh Ehsani
| Record Identifier: | 16959 |
| Title: | EAP Teachers Intercultural Contact Influences and Experiences in Relation to Their Perceptions of English as an International Language |
| Personal Name: | Hanieh Ehsani |
| Studied Course: | Teaching English as a Foreign Language (TEFL) |
| Supervisor: | Dr. Masoomeh Estaji |
| College: | Humanities |
| Univercity: | Khatam |
| Degree: | Master |
| Studied Year: | 2019 |
| Abstract: | The use of technology has affected immanently contact and interaction with various English users in multicultural and multilingual contexts has become widespread. This evolution in our life has also changed the English language roles in communication. In particular, the use of English as an International Language (EIL) has posed new challenges to conventional English Language Teaching (ELT) in various educational context. Therefore, the purpose of this sequential explanatory mixed-methods study was to examine the differences between humanities and non-humanities EAP teachers with regard to their perceptions of EIL based on their intercultural contact experiences they have had. In so doing, through convenience sampling, 74 Iranian EAP English teachers were selected from various institutes and universities to take part in the study. To collect both the quantitative and qualitative data, two validated questionnaires concerning teachers intercultural contact (Kormos & Csize r, 2007) and EIL perceptions (Marefat & Pakzadian, 2016) were distributed among the participants, followed by a semi-structured interview with 11 EAP teachers. For analyzing the quantitative data, Analysis of Variance (ANOVA), Multivariate Analysis of Variance (MANOVA), Mann-Whitney U Test and Pearson correlation were used. The results of statistical analyses indicated that almost all null hypotheses were supported and there was no significant difference among EAP teachers regarding their perceptions of EIL, its determinants, and Intercultural Contact components. Moreover, no difference was found between humanities and non-humanities EAP teachers perceptions of EIL and their Intercultural Contact. As for the qualitative data, the results of thematic analysis revealed that Iranian EAP teachers have had various intercultural contact experiences, and most of them had already studied about EIL and its underlying factors. Furthermore, it was found that EAP teachers level of intercultural contact had influenced their perceptions of EIL. Likewise, the participants claimed that their different intercultural contact experiences could help them understand the uses of English as an international language deeper and stronger. These results help teachers and learners pay more attention to intercultural contact, engage in meaningful interactions with people from diverse cultures, and better comprehend the concept of English as an international language. |
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